Republic of the Philippines

Department of Education

CARAGA REGION (XIII)

SCHOOLS DIVISION OF AGUSAN DEL NORTE

Carmen District II

Cahayagan National High School

(Cahayagan, Carmen, Agusan del Norte)

School ID: 317304

DAILY LESSON LOG

Lesson ID: Performs Fundamental Grade Level/Subject Grade 7 Math

operation

BOW Quarter 1 Week 4 Time Allotment (Inclusive Dates) 1 hour (October 3-6, 2022)

Teacher: Flory Fe Y. Pepito Year & Section/Enrollees G7 Galileo- 32 and G7 Newton-34

Daily Activity Monday Tuesday Wednesday Thursday Friday

Lesson Standards

Content Standard: The learner demonstrates understanding of key concepts of sets and the real number system.

Standard Performance: The learner is able to formulate challenging situations involving sets and real numbers and solve these in a variety
of strategies.
Learning Competency:
Represents the absolute Performs
value of a number on a fundamental
number line as the operations on
 distance of a number
integers.
from 0.

Competency Code: M7NS-Ic-3 M7NS-Ic-d-4

I. Lesson Objectives: Represents the absolute Conduct First Conduct First

value of a number on a Performs Quarter Quarter
number line as the fundamental Examination Examination
distance of a number operations on
from 0. integers

II. Content: NUMBER AND Answer module 5

NUMBER SENSE Activity 4
NUMBER AND NUMBER Quarter Quarter
(ADDITION And
SENSE
SUBTRACTION OF Examination Examination
INTEGERS)

III. Pedagogical Strategy and

Rubric Assessments

IV. Procedure

Elicit (Access prior knowledge) Review addition and Drill on addition of Conduct First Conduct First
subtraction of integers. whole numbers. Quarter Quarter
Teacher may use Examination Examination
flashcards
Engage (Get the students minds Divide the class
focused on the topic using short into three groups.
question or picture) The group will
study and analyze
the illustrative
Problem: examples below
Archie and Angelica were and draw their own
at Aloys’ house. Angelica
rode her bicycle 3 miles conclusions on the
west of Aloys’ house, and rule in adding
integers. Let the
Archie rode his bicycle 3
reporter of each
miles east of Aloys’ house. group share to the
Who travelled a greater class what they
distance from Aloys’ house have discuss in
– Archie or Angelica? their group. Give
more examples if
Questions To Ponder:
needed.
1. What subsets of real
SET I
numbers are used in the
1. 12 + 9 = 21
problem? Represent the
trip of Archie and Angelica 2. 25 + 8 = 33
to the house of Aloys using
a number line.
2. What are opposite SET II
numbers on the number 1. (-8) + (-15) = -
line? Give examples and 23
show on the number line.
2. -12 + (-10) = -
3. What does it mean for 22
the same distance
travelled but in opposite SET III
directions? How would you
interpret using the 1. -9 + 15 = 6
numbers -3 and +3? 2. 18 + (-25) = -7
4. What can you say about
the absolute value of
opposite numbers say -5
and +5?
5. How can we represent
the absolute value of a
number? What notation
can we use?
Explore (Provide Student with a The following are terms Discuss with the
common experience) that you must remember students the
from this point on. concept on adding
integers following
1. Absolute Value – of a the guide
number is the distance questions.
between that number and 1. Is the sum of
zero on the number line. two positive
2. Number Line –is best integers always
described as a straight positive?
2. Is the sum of
line which is extended in
two negative
both directions as
integers always
illustrated by arrowheads. negative?
A number line consists of 3. What can you
three elements: say about the
a. set of positive sign of the sum
numbers, and is located of two integers
to the right of zero. with unlike sign?
Explain why the
b. set of negative
absolute value of -
numbers, and is located
12 is greater than
to the left of zero; and
the absolute value
c. Zero. of 4.

Notations and Symbols

The absolute value of a
number is denoted by two
bars ││.
Let's look at the number
 line:

Explain (Teach the concept. Should Explain why the Answer the ff.
include interaction between teacher absolute value of a problem.
and student. number is never
1. Mrs. Reyes
negative. Give an
charged P3,752.00
example that will
worth of groceries
support your answer.
on her credit card.
Find her balance
after she made a
payment of
P2,530.00.
2. In a game,
Team Azcals lost 5
yards in one play
but gained 7 yards
in the next play.
What was the
actual yardage
gain of the team?
Elaborate (Students apply the A. Simplify the following.
information used in Explain)
1. │7.04 │
2. │0 │
2
3. │- │
9
4. -│15 + 6 │
5. │- 2 √2 │ - │- 3 √ 2│

B. List at least two integers

that can replace N such
that.
1. │N │= 4
2. │N │< 3
3. │N │> 5
4. │N │≤ 9
5. 0<│N │< 3

Evaluate (How will you know the Carry out the following
students have learned the concept?) tasks. Write your answers
on the spaces provided Add the following:
for each number.
1. Find the absolute value
of +3, -3, +7, -5, +9, -8, 1. (18) + (-11) + (3)
+4, -4. You may refer to 2. (-9) + (-19) + (-
the number line below. 6)
What should you 3. (-4) + (25) + (-
remember when we talk 15)
about the absolute value
4. (50) + (-13) + (-
of a number?
12)
5. (-100) + (48) +
 (49)

Extend (Deepen conceptual Assignment: Study our topic for

understanding through use in new the whole quarter.
1. A vendor gained
context)
P50.00 on the first day; lost
P28.00 on the second day,
and gained P49.00 on the
third day. How much profit
did the vendor gain in 3
days?

2. Ronnie had PhP2280 in

his checking account at the
beginning of the month. He
wrote checks for PhP450,
P1200, and PhP900. He
then made a deposit of
PhP1000. If at any time
during the month the
account is overdrawn, a
PhP300 service charge is
deducted. What was
Ronnie’s balance at the end
of the month?

References:

Remarks:
Reflections:

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who requires
additional acts for remediation
who scored below 80%

C. Did the remedial lessons work?

No. of learners who caught up
with the lessons.

D. No. of learners who continue to

require remediation.

E. Which of my teaching strategies

worked well? Why did this work?

F. What difficulties did I encounter

which my principal/supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?

Developed by: Validated by:

FLORY FE Y. PEPITO LIEZL JANE G. PLAZA KIMBERLY C. ABRINICA

Teacher I Member, Math Validating Team Member, Math Validating Team

Checked by:
LYDIE GWEN G. OÑATE
School Head Date:____________